New Perspectives in Science Education

Addressing Socially-Acute Questions in Science Classrooms in Secondary Cycle 2 in Quebec: a Portrait of Declared Teaching Practices

Penda Diop, Université du Québec à Montréal (Canada)

Patrice Potvin, Université du Québec à Montréal (Canada)

Patrick Charland, Université du Québec à Montréal (Canada)

Abstract

Among the important issues associated to scientific and technological education, the development of scientific and technological culture and social progress constitute determining factors in the exercise of informed citizenship and became a major focus in many reformed scientific programs [1,2]. In this context, Socially-Acute Questions (SAQ) which are intellectually complex questions are addressed in science classroom to engage students in debate and argumentation.

The existing literature tells us that works on teaching SAQ has concluded that the treatment of SAQ in class is not an established modality and stipulate that it is necessary to question the practices really envisaged or exercised with regard to effective practices [3,4]. We highlight that few studies focus on how activities implemented with young people in class can contribute to the development of their civic education [5].

According to the problem, we formulate this research question: What are the declared teaching practices in science classes in the second cycle 2 in teaching SAQ?

In this research, we will adopt an explanatory sequential mixed-methods design [6]. It is planned to collect data with second cycle teachers from secondary and French-speaking schools in the greater Montreal region. The instrumentation will be based on questionnaires, audio discussions and lesson plans designed by the teachers. In this sense, we hope to contribute to the strengthening of knowledge about SAQ and the possible improvement of practices. Furthermore, thanks to this research, we will be able to contribute to promoting “better living together on earth” [2]), which reflects consideration of society’s needs in terms of scientific education.

Keywords

Scientific citizenship, Socially-Acute Questions, Teaching practice

References

[1] Hasni, A., & Potvin, P. (2015). Student's Interest in Science and Technology and Its Relationships with Teaching Methods, Family Context and Self-Efficacy. International journal of environmental and science education, 10(3), 337-366.

[2] Charland, P., Potvin, P. et Riopel, M. (2009). L'éducation relative à l'environnement en enseignement des sciences et de la technologie : une contribution pour mieux Vivre ensemble sur Terre. Éducation et francophonie, 37(2), 63-78.

[3] Lausselet, N. (2018). L’enseignement des QSV à l’école obligatoire: concepts théoriques et analyse des discours sur les pratiques. Hep, Vaud.

[4] Jeziorski, A., Therriault, G., & Morin, É. (2021). Représentations sociales, rapports aux savoirs et pratiques enseignantes autour de questions socialement vives environnementales: quels croisements, quelles tensions? Phronesis, 10(2), 176-193.

[5] Albe, V. (2016). Mutations de l’éducation scientifique? Défis d’un renouvellement épistémologique: Mouvements STS et étude de controverses. Spirale. Revue de recherches en éducation, 58(2), 9-21.

[6] Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.

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New Perspectives in Science Education

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